Comparison the Effectiveness of Mindfulness-Based Training and Compassion-Based Training on Self-Efficacy in Male Student with Specific Learning Disorder
Keywords:
Mindfulness-Based Training, Compassion-Based Training, Self-Efficacy, Specific Learning DisorderAbstract
Objective: Students with specific learning disorder have problems and difficulties in self-efficacy. As a result, the present study was conducted with the aim of comparison the effectiveness of mindfulness-based training and compassion-based training on self-efficacy in male students with specific learning disorder.
Methods and Materials: The present research was a semi-experimental study with pretest, posttest and two month follow-up design with a control group. The present study population was sixth grade male student with specific learning disorder who referred to counseling and psychological services centers of Ahvaz city in 2024 year. The sample size for each group considering possible dropouts was calculated as 15 people and accordingly, 45 people were selected with using purposive sampling after reviewing the inclusion criteria and randomly replaced into three equal groups. Data were collected using the Colorado learning difficulties questionnaire (Wilcutt et al., 2011) and self-efficacy scale (Sherer et al., 1982). Each of the two experimental groups underwent 10 sessions of 60 minutes under mindfulness-based training and compassion-based training, respectively and during this period the control group received no intervention. Data were analyzed with using chi-square, analysis of variance with repeated measures and Bonferroni post hoc test in SPSS-25 software in a significant level of 0.05.
Findings: The findings showed that both methods of mindfulness-based training and compassion-based training led to increase self-efficacy in sixth grade male student with specific learning disorder and the results were maintained in the follow-up phase (P<0.001). In addition, the difference between methods of mindfulness-based training and compassion-based training in increasing their self-efficacy was not significant (P>0.05).
Conclusion: Based on the results of this study, counselors, therapists and psychologists can use both methods of mindfulness-based training and compassion-based training alonge with other training methods to improve characteristics such as self-efficacy in vulnerable groups, including sixth grade male students with specific learning disorder.
Downloads
References
Abedin, M., Barghi Irani, Z., & Akbari, H. (2023). Comparison of the effecacy of compassion-based therapy and behavioral activation therapy on perceived stress and self-efficacy in women with breast cancer. Journal of Psychological Science, 22(122), 409-420. http://dx.doi.org/10.52547/JPS.22.122.409
Abooei, A., Barzegar Bafrooee, K., & Rahimi, M. (2021). The effectiveness of self-compassion training on emotion regulation of female students with specific learning disorder. Journal of Educational Psychology Studies, 18(43), 101-121. https://doi.org/10.22111/jeps.2021.6495
Alqarni, T. M., & Hammad, M. A. (2021). Effects of mindfulness training program on the impulsivity among students with learning disabilities. Journal of Educational and Social Research, 11(4), 184-196. https://doi.org/10.36941/jesr-2021-0088
Babazadeh, Z., Mojaver, Sh., Fathi, K., & Jabbari, S. (2022). The effectiveness of self-compassion training on social skills, social self-efficacy and social adjustment of students with learning disabilities. Journal of Learning Disabilities, 11(3), 30-44. https://doi.org/10.22098/jld.2022.7665.1823
Barrow, M. G., & Carter, M. R. (2024). The effects of an incivility-based virtual simulation on nursing students perceived self-efficacy. Teaching and Learning in Nursing, 19(2), 170-174. https://doi.org/10.1016/j.teln.2024.02.021
Carels, R. A., Miller, J. C., Shonrock, A. T., Byrd, R., & Haley, E. (2021). Exploring the addition of self-compassion skills training to a behavioral weight loss program delivered using video conferencing software. Journal of Contextual Behavioral Science, 21, 196-202. https://doi.org/10.1016/j.jcbs.2021.07.005
Charness, G., Bihan, Y. L., & Villeval, M. C. (2024). Mindfulness training, cognitive performance and stress reduction. Journal of Economic Behavior & Organization, 217, 207-226. https://doi.org/10.1016/j.jebo.2023.10.027
Commodari, E., La Rosa, V. L., Sagone, E., & Indiana, M. L. (2022). Interpersonal adaptation, self-efficacy, and metacognitive skills in Italian adolescents with specific learning disorders: A cross-sectional study. European Journal of Investigation in Health, Psychology and Education, 12(8), 1034-1049. https://doi.org/10.3390/ejihpe12080074
Cooper, R., & Frearson, J. (2017). Adapting compassion focused therapy for an adult with a learning disability-A case study. British Journal of Learning Disabilities, 45(2), 142-150. http://dx.doi.org/10.1111/bld.12187
Dutcher, J. M., Cole, S. W., Williams, A. C., & Creswell, J. D. (2022). Smartphone mindfulness meditation training reduces Pro-inflammatory gene expression in stressed adults: A randomized controlled trial. Brain, Behavior, and Immunity, 103, 171-177. https://doi.org/10.1016/j.bbi.2022.04.003
Franco, P. L., & Christie, L. A. M. (2021). Effectiveness of a one day self-compassion training for pediatric nurses’ resilience. Journal of Pediatric Nursing, 61, 109-114. https://doi.org/10.1016/j.pedn.2021.03.020
Gregory, L. R., Ramjan, L. M., Villarosa, A. R., Rojo, J., Raymond, D., & Salamonson, Y. (2022). Does self-efficacy for medication administration predict clinical skill performance in first-year nursing students? An inception-cohort study. Teaching and Learning in Nursing, 17(1), 77-83. https://doi.org/10.1016/j.teln.2021.10.002
Hajloo, N., Rezaie Sharif, A. (2012). Psychometric properties of Colorado learning difficulties questionnaire (CLDQ). Journal of Learning Disabilities, 1(1), 24-43. https://doi.org/jld-1-1-90-7-2
Kayaoglu, K., & Tanrikulu, A. B. (2023). Evaluation of the effect of mindfulness on stress and self-efficacy in patients with substance use disorder: A cross-sectional survey. Journal of Substance Use, 28(3), 473-478. https://doi.org/10.1080/14659891.2023.2202742
Kaya, S. C., Sezerel, H., & Filimonau, V. (2024). How mindfulness training changes tourist experience: An exploratory study. Journal of Hospitality and Tourism Management, 59, 166-179. https://doi.org/10.1016/j.jhtm.2024.04.007
Keshavarz Valian, N., & Zarei Goniani, A. (2021). Effectiveness of child-oriented mindfulness training on alexithymia and emotion regulation of children with specific learning disorder. Empowering Exceptional Children Journal, 11(4), 63-77. https://doi.org/10.22034/ceciranj.2020.222589.1355
Kou, H., Luo, W., Liu, X., Ke, M., Xie, Q., Li, Q., & Bi, T. (2023). Mindfulness training modifies attentional bias to facial emotion and emotional symptoms. Journal of Psychiatric Research, 167, 139-148. https://doi.org/10.1016/j.jpsychires.2023.10.020
Kratzke, I. M., Barnhill, J. L., Putnam, K. T., Rao, S., Meyers, M. O., Meltzer-Brody, S., & et al. (2023). Self-compassion training to improve well-being for surgical residents. Explore, 19(1), 78-83. https://doi.org/10.1016/j.explore.2022.04.008
Lathren, C., Sheffield-Abdullah, K., Sloane, P. D., Bluth, K., Hickey, J. V. T. S., Wretman, C. J., & et al. (2021). Certified nursing assistants’ experiences with self-compassion training in the nursing home setting. Geriatric Nursing, 42(6), 1341-1348. https://doi.org/10.1016/j.gerinurse.2021.08.013
Lewis, E. M., Heimberg, R. G., Gilroy, S. P., & Buckner, J. D. (2021). The impact of brief mindfulness training on postevent processing among individuals with clinically elevated social anxiety. Behavior Therapy, 52(4), 785-796. https://doi.org/10.1016/j.beth.2020.10.002
Liang, S., Chen, J., Rui, J. R., & Guo, J. (2021). The boomerang effect of tuberculosis knowledge and self-efficacy on Chinese parents’ intention to seek timely treatment and adhere to doctors’ regimens. Patient Education and Counseling, 104(6), 1487-1493. https://doi.org/10.1016/j.pec.2020.10.030
Li, N., Cheng, H., & Lv, L. (2022). The relationship between posttraumatic growth, self-efficacy, and social support in burn patients: A cross-sectional study. Burns, 48(7), 1626-1631. https://doi.org/10.1016/j.burns.2022.08.009
Matteucci, M. C., Scalone, L., Tomasetto, C., Cavrini, G., & Selleri, P. (2019). Health-related quality of life and psychological wellbeing of children with Specific Learning Disorders and their mothers. Research in Developmental Disabilities, 87, 43-53. https://doi.org/10.1016/j.ridd.2019.02.003
Menghini, D., Lazzaro, G., Costanzo, F., Battisti, A., Varuzza, C., & Vicari, S. (2023). Transcranial electrical stimulation in children and adolescents with specific learning disorder. Brain Stimulation, 16(1), 170-172. http://dx.doi.org/10.1016/j.brs.2023.01.168
Mokhtari Seghale, M., Nasirizadeh, M., & Abdollahi, S. M. (2023). Investigating the relationship between happiness and self-efficacy with work-family conflict among nurses. Iranian Journal of Nursing Research, 18(2), 50-59. http://dx.doi.org/10.22034/IJNR.18.2.6
Parvaneh, N., & Mohammadi Yousefnejad, S. Y. (2024). The effectiveness of mindfulness training on self-efficacy and responsibility in primary school students of Asalouyeh city. Journal of New Paradaigms Idea, 3(8), 210-225. https://ensani.ir/file/download/article/1736942270-6787a2be0f2a0-10662-1403-2-13.pdf
Safari, A., Mohammadzadeh, J., Ahmadi, V., & Mami, Sh. (2023). The effectiveness of mindfulness-based stress reduction on self-efficacy, percived stress and depressive symptoms in female-headed households in Ilam. Alborz University Medical Journal, 12(2), 157-168. http://dx.doi.org/10.61186/aums.12.2.157
Sherer, M., Maddux, J. E., Mercandante, B., Prentice-Dunn, S., Jacobs, B., & Rogers, R. W. (1982). The self-efficacy scale: Construction and validation. Psychological Reports, 51(2), 663-671. http://dx.doi.org/10.2466/pr0.1982.51.2.663
Shirey, M. R. (2020). Self-efficacy and the nurse leader. Nurse Leader, 18(4), 339-343. https://doi.org/10.1016/j.mnl.2020.05.001
Simarasl, N., Tabesh, P., Munyon, T. P., & Marzban, Z. (2024). Unveiled confidence: Exploring how institutional support enhances the entrepreneurial self-efficacy and performance of female entrepreneurs in constrained contexts. European Management Journal, 42(1), 33-45. https://doi.org/10.1016/j.emj.2022.07.003
Smeets, E., Neff, K., Alberts, H., & Peters, M. (2014). Meeting suffering with kindness: effects of a brief self-compassion intervention for female college students. Journal of Clinical Psychology, 70(9), 794-807. https://doi.org/10.1002/jclp.22076
Weiss, E., Akimjakova, B., Pala, G., & Biryukova, Y. N. (2023). Methods of re-education of specific learning disorders. Journal of Education Culture and Society, 14(1), 185-197. https://doi.org/10.15503/JECS2023.1.185.197
Willcutt, E. G., Boada, R., Riddle, M. W., Chhabildas, N., DeFries, J. C., & Pennington, B. F. (2011). Colorado learning difficulties questionnaire: Validation of a parent report screening measure. Psychological Assess, 23(3), 778-791. https://doi.org/10.1037/a0023290
Yang, Z., Tse, M. M. Y., Chung, J. W. Y., Chong, D. Y. K., & Wong, T. K. S. (2023). Exploring the impact of a compassion-oriented training program on personal care workers in a nursing home: A mixed-methods pilot study. Geriatric Nursing, 54, 16-22. https://doi.org/10.1016/j.gerinurse.2023.08.016
Yifan, Q., Zhanbing, R., Jing Long, W., Bowen, L., Xiang, L., Ying, Y., & et al. (2022). The effects of mindfulness interventions on self-efficacy: A systematic review and meta-analysis. Medicine & Science in Sports E Exercise, 54(95), 466-467. http://dx.doi.org/10.1249/01.mss.0000880916.02031.b5
Zhao, M., Rodriguez, M. A., Wang, B., Ana, E. J. S., Friedberg, J., Fang, Y., & et al. (2021). Validity and reliability of a short self-efficacy instrument for hypertension treatment adherence among adults with uncontrolled hypertension. Patient Education and Counseling, 104(7), 1781-1788. https://doi.org/10.1016/j.pec.2020.12.029
Downloads
Published
Submitted
Revised
Accepted
Issue
Section
License
Copyright (c) 2025 Soroor Mansouri Amin, Rezvan Homaei, Fariba Zargarshirazi (Author); Parviz Asgari (Translator)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
